Considering the relevance of images in the teaching and learning process, through four case studies we aimed to explore the actual use of photography in Primary School. Starting from the pedagogical reflections about the cases, the research intends to increase the educational research’s awareness about the use of photographic images in the classroom.

Many educational agents offer paths that allow school to turn itself into a ‘third space’. Caritas Ambrosiana, based on a ‘pedagogy of facts’, proposes interventions to promote soft skills in schools. This non-formal education agency committed Research Center about Media Education, Innovation and Technology (CREMIT) of Catholic University for a project to improve their school programme and training effectiveness. We chose the participatory action research paradigm to verify how to design an educational path by applying third-space principles in the school context and how digital media can be embedded into the practice to enable a more porous exchange of experiences and expertise between students, educators and the school curriculum. The accompanying plan was designed on the basis of the initial questionnaire data analysis: sociomateriality was the main focus because it was considered by Caritas educators as one of the least important elements to include in the design process. The second reason is the need to rethink on-site training formats to face the challenges of the Covid-19 emergency. As expected, after the training intervention, sociomateriality had a significant growth in the design practices. The other third-space pedagogy elements (peering, experiential orientation, motivation, pleasure of making together) are maintained and reinforced, thanks to digital literacy.

In order to satisfy the several training requests regarding the method of Episodes of Situated Learning by teachers of all levels, in the academic year 2018/2019, CREMIT (Catholic University) has developed an e-learning course. This paper aims to describe the training structure, designed according to the ADDIE instructional system model, focusing on the elements such as micro-learning, e-tivities and e-tutoring. The course was delivered in two editions (November–December 2018 and May–June 2019). The evaluation process highlights some relevant aspects: the high level of participants’ satisfaction, the moderate numbers of dropouts and the completely positive results of the assessment activities. The analysis of the gathered data allowed us to re-design the e-learning course.

This article aims to focus on the experience of the blended courses that the Catholic University started since the academic year 2016/17. Specifically, it focuses on the figure of the e-tutor and its function in relation to the personalization of students' learning. The starting point is a brief reconstruction of the history of the Catholic University about teaching innovation. Doing this it is possible to point out the meaning and challenges of the blended solution in higher education, showing how this solution is nowadays really present and how it is changing the idea of the classroom: an extended, spread, intensive, flipped classroom These characteristics involve changes both at an educational and organizational level, among which a key element is the e-tutor who, thanks to the planning and updating of specific monitoring tools, acts in a technological, organizational and relational role, reiterating an orientation and motivational support aimed at contributing to the student's chances of success. The e-tutor is set up as a new figure, which requires specific training and acts a precise role in the teaching teams of the courses. In particular, the article refers to the research data about drop-out prevention which were collected in the Master's Degree Program in Business Management and Consulting.